GCSE (module 1)
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| Foundation only | Foundation and Higher | Higher only |
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DATE OF EXAMINATION - NOVEMBER (YEAR 10)
FOUNDATION HOMEWORK BOOK HIGHER HOMEWORK BOOK
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5. PROBABILITY |
| AQA specification | Learning objectives | Grade | Resources |
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Decide what data to collect
design and use data collection sheets for grouped, discrete and continuous data. |
Design and use tally charts for discrete and grouped data. |
G |
W survey - finding the most common letters |
| Identify which primary data they need to collect and in what format, including grouped data, considering appropriate equal class intervals | Classify and know the difference between various types of data |
D |
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collect data using various methods, including observation,
controlled experiment, data logging, questionnaires and surveys
gather data from secondary sources, including printed tables and lists from ICT-based sources select and justify a sampling scheme and a method to investigate a population, including random and stratified sampling |
Design and use data collection sheets and questionnaires |
D |
P explaining rules for questionnaires N notes on questionnaire design W prompts for questionnaire design W questionnaires - exam style questions |
| Identify possible sources of bias in the design of data collection sheets and questionnaires |
C |
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| Use a variety of different sampling methods |
D |
W random number table W simple random sampling methods W two sampling tasks |
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| Use stratified sampling methods |
A |
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| design and use two-way tables for discrete and grouped data. | design and use two-way tables for discrete and grouped data. |
E |
P explaining two way tables using magic square and exam question |
| deal with practical problems such as non-response or missing data |
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REPRESENTING DATA AND INTERPRETING INFORMATION
| AQA specification | Learning objectives | Grade | Resources |
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draw
and produce, using paper and ICT, pictograms, pie charts for categorical data, and
diagrams for continuous data, including line graphs for time series,
scatter graphs, frequency diagrams and stem and leaf diagrams.
interpret a wide range of graphs and diagrams and draw conclusions interpret social statistics including index numbers, time series and survey data |
Construct and interpret a pictogram | G | |
| Construct and interpret a bar chart | G | ||
| Construct and interpret a dual bar chart | F | ||
| Interpret a pie chart | F |
N notes on using pie charts (complete and stick in books) B template with 8 sections B percentage pie chart template B blank pie chart templates P W drawing a pie chart from tables W drawing pie charts from tables W using fractions of the pie chart to interpret or draw them. O W W using percentages to interpret or draw pie charts W H H drawing pie charts from tables and interpreting pie charts |
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| Construct a pie chart | E | ||
| Interpret a stem and leaf diagram | E |
P drawing an ordered stem and leaf diagram worked example
W draw stem and leaf from raw data H draw an ordered stem and leaf diagram and interpret. |
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| Construct a stem and leaf diagram (ordered) | D | ||
| Construct a frequency diagram | D |
W frequency polygon worked example W Frequency polygons from bar charts and tallies |
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| Interpret a time series graph |
D |
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interpret
a wide range of graphs and diagrams and draw conclusions
draw and produce, using paper and ICT, cumulative frequency tables and diagrams, and box plots and histograms for grouped continuous data. |
Construct and interpret a cumulative frequency diagram | B |
P interpreting c.f. diagrams |
| Use a cumulative frequency diagram to estimate the median and inter-quartile range | B | ||
| Construct and interpret a box plot | B |
W draw box plots from c.f. diagrams or stem and leaf diagrams |
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| Compare two sets of data using box plots | B | ||
| Construct and interpret a histogram with unequal class intervals | A |
P Explanation of histograms |
MEASURES OF AVERAGE AND SPREAD
| AQA specification | Learning objectives | Grade | Resources |
| calculate mean, range and median and mode of small data sets with discrete then continuous data | Find the mode for a set of numbers | G |
P P explanation of mean, median and mode using examples O Example of mean, median and mode from list of data W copy and complete notes on averages and range W questions on mean median and mode H questions on mean (includes frequency table) H questions on median from list of data W 3 in a line activity (mean) W 4 in a line activity (mean) |
| Find the median for an odd set of numbers | G | ||
| Find the median for an even set of numbers | F | ||
| Work out the range for a set of numbers | F | ||
| Calculate the mean for a set of numbers | F | ||
| Write down the mode from a graph | F | ||
| identify the modal class for grouped data | Find the modal class for grouped data |
D |
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| find the median, quartiles and interquartile range for large data sets and calculate the mean for large data sets with grouped data | Calculate the 'fx' column for a frequency distribution | E |
P O W questions on averages from frequency tables H questions on mean (includes frequency table) |
| Calculate the mean for a frequency distribution | D | ||
| Find the mean for grouped data | C | ||
| Find the median class for grouped data. | C | ||
| compare distributions and make inferences, using the shapes of distributions and measures of average, range and spread, including median and quartiles | Compare the mean and range of two distributions |
C |
P two examples of mean and range |
| Compare two sets of data using box plots |
B |
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identify seasonality and trends in time
series
calculate an appropriate moving average |
construct a time series graph and plot the moving average | B | |
| Use the trend line to estimate other values | B | W moving averages | |
| use relevant statistical functions on a calculator or spreadsheet. |
SCATTER DIAGRAMS AND CORRELATION
| AQA specification | Learning objectives | Grade | Resources |
| Draw and produce scatter diagrams | Draw a scatter diagram by plotting points on a graph |
D |
B blanks scatter diagram for height and arm length B blanks scatter diagram for leg length and shoe size
W H drawing scatter graphs from tables and interpreting (Answers)
P explaining correlation from scatter diagrams
W W W W W testing hypotheses using scatter diagrams
W identifying and predicting correlation |
| draw lines of best fit by eye, understanding what these represent. | Draw a line of best fit on a scatter diagram | D | |
| distinguish between positive, negative and zero correlation using lines of best fit | Interpret the line of best fit | C | |
| appreciate that correlation as a measure of the strength of the association between two variables | Identify the type and strength of correlation |
C |
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| appreciate that zero correlation does not necessarily imply ‘no relationship’ but merely ‘no linear relationship |
| AQA specification | Learning objectives | Grade |
Resources |
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understand and use the probability scale |
understand and use the probability scale |
F |
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| Express a probability as a fraction |
F |
O simple probability notes to copy W questions on probability |
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use the vocabulary of probability to interpret results
involving uncertainty and prediction |
Understand and use the vocabulary of probability |
G |
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compare experimental data and theoretical probabilities
understand that if they repeat an experiment, they may – and usually will – get different outcomes, and that increasing sample size generally leads to better estimates of probability and population characteristics/ parameters
understand and use estimates or measures of probability
from theoretical models (including equally likely outcomes), or
from relative frequency |
Understand the difference between experimental and theoretical probabilities | E |
W Probability horse race W using spinners - theoretical and experimental results. |
| Understand and use relative frequency | D |
W relative frequency
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| Use relative frequency to find probabilities | B | ||
| Use probability to estimate outcomes for a population | C |
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list all outcomes for single events, and for two successive
events, in a systematic way |
Display outcomes systematically |
F |
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questions on possibility space |
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identify different mutually exclusive outcomes and know
that the sum of the probabilities of all these outcomes is 1 |
Understand mutually exclusive events |
D |
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| Use the fact that the probabilities of mutually exclusive events add up to 1 |
D |
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know when to add or multiply two
probabilities: if A and B are mutually exclusive, then the probability of
A or B occurring is P(A) + P(B), whereas if A and B are independent
events, the probability of A and B occurring is P(A) x P(B) |
Know when to add or multiply two probabilities |
B |
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questions on and/or rules W and rule
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| Understand dependent and independent outcomes | A | ||
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use tree diagrams to represent outcomes of
compound events, recognising when events are independent |
Complete a tree diagram | B |
O
tree diagrams P blank tree diagrams for text book exercise (Rayner)
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tree diagrams questions
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| Use tree diagrams to find probabilities of successive independent events | A | ||
| Draw tree diagrams and use them to find probabilities of successive dependent events | A* |